Abstract
Inclusive education presents significant challenges for general education teachers, particularly in mainstream classrooms where learners with special needs are integrated. This study explored the lived experiences of general education teachers in Davao Oriental, Philippines, who manage inclusive classrooms without specialized training. The overarching objective was to understand how these teachers navigate instructional, emotional, and institutional demands while fostering inclusive practices. Specifically, the study sought to uncover their experiences, coping mechanisms, and insights that inform their teaching strategies. A qualitative phenomenological design was employed to capture the personal narratives of five purposively selected teachers. Data were collected through semi-structured, in-depth interviews and analyzed using descriptive phenomenological method of Colaizzi. The participants shared their experiences of teaching learners with special needs alongside regular students, highlighting the emotional stress, lack of preparation, and instructional challenges they face. Findings revealed three major themes: (1) difficulties in addressing diverse learning needs, (2) emotional strain due to limited resources and support, and (3) inadequate training in inclusive education. Despite these challenges, teachers demonstrated resilience through differentiated instruction, peer collaboration, and continuous professional development. They emphasized the importance of school and parental support, flexible teaching strategies, and a collaborative culture in promoting inclusive education. This study contributes to the understanding of inclusive teaching from the perspective of general education teachers and underscores the need for systemic support, targeted training, and shared responsibility in inclusive education. It offers practical insights for educational institutions aiming to strengthen inclusive practices and teacher preparedness.
